Though curriculum-based assessment (CBA) is considered a valuable evaluation procedure, areas of concern exist, including: assumptions regarding content of the CBA instrument, appropriateness of CBA as the only information source for individualized education programs, and recognition of CBA's limitations as a procedure/model under the current…

Curriculum-based measurement (CBM) is defined and described through a case study of a fourth-grade student. CBM is suggested as a system for monitoring goal appropriateness, adjusting instructional programs, and formulating instructional improvements. Potential contributions of CBM to special education practice are outlined, and areas of needed…

This article addresses the use of curriculum-based measurement (CBM) techniques within regular education settings. Specific CBM decision-making strategies in the areas of mathematics operations are described. Successful application of these strategies in 40 elementary classes, each with at least 1 student with a learning disability, is also…

This article describes both portfolio assessment and curriculum-based measurement; offers a rationale for using these two assessment strategies together; and gives specific steps for combining these two approaches, using a case example of a learning-disabled boy with difficulties in written expression to illustrate the synthesis. (DB)

This article discusses ways teachers may vary and modify teacher-made tests to better facilitate prescriptive programing for special education students. Formats featuring statements, object identification, gestures, and writing are discussed, as are item alterations in terms of both item presentation and student responses. (PB)

Outlined are the weaknesses of traditional, norm-referenced tests which fail to help in making instructional decisions. Presented is a step-by-step series of operations for analyzing and categorizing arithmetic errors, for selecting corrective strategies, and for applying peer-referenced standards to judge the performance of special needs…

A five-step hierarchy for problem solving in mathematical word problems, called SOLVE, involves Study the problem, Organize data, Line up a plan, Verify plan, and Evaluate the match. Implementing the SOLVE strategies enables teachers to assess and teach skills needed by students with mild disabilities and improves students' success rates.…

In a sixth grade science classroom for able students, major grades are broken down into four categories: lab reports, projects, creative writing, and written tests. These four components of assessment structure how the curriculum content is presented. (JDD)